| Abstrakt: |
This study sought to determine what undergraduate science students envision when asked to picture a scientist at work. Stereotypical understandings of who becomes a scientist and what the work involves may deter young people from STEM careers. The Draw-A-Scientist Test (DAST) and variations have been used over 40 years to explore student perceptions of scientists. It has consistently revealed stereotypical views, with students often depicting scientists as male figures working alone in chemistry laboratories and wearing lab coats and safety glasses. While most studies have focused on school students, this study examined undergraduate science students (n = 208) who had committed to scientific training. Approximately two-thirds of these students were female, primarily studying Life Sciences. Their drawings consistently included five to seven stereotypical appearances, roles, and workplace elements. There was no significant difference between male and female students, except in the gender of the scientists depicted. Although 42% of female students drew female scientists and incorporated more non-stereotypical elements, most students lacked a robust self-image as scientists. Instead of drawing scientists in their field of specialisation, they perpetuated stereotypes. A subset of students (n = 69) surveyed at the end of their first semester reported a richer understanding of what a scientific career entails and what type of person becomes a scientist. To challenge persistent stereotypes, students must encounter varied images of scientists throughout their primary and secondary education, encouraging them to envision themselves in STEM careers. [ABSTRACT FROM AUTHOR] |
Full text from SpringerLink